This thesis is a study of therapeutic music programmes in post-war Bosnia and Herzegovina. This study focuses on how different participant groups perceive programme aims and benefits and what these different perceptions reveal about the programmes as well as ways in which the local context impacts the programmes. Analysis is based on data gathered through interviews, observation, participant observation, and questionnaires obtained during five fieldwork visits undertaken between November 2003 and November 2004. While all participant groups agree that the programmes are beneficial, there are important differences in the ways different participant groups perceive programme benefits and the different ways in which the programmes approach sessions. Constructions of therapy appear to differ both between programmes and between international and local staff. All participant groups identified improved client communication and social skills as primary session outcomes. Clients appear to be largely unaware of the therapeutic aims of their sessions. Parents appear to have little influence and are not always notified that their children are involved with the programmes. International staff members appear to be intolerant of parents who do not heed their advice or reinforce progress made during sessions. In addition to running therapeutic sessions, these programmes work to increase inter-ethnic tolerance and to improve the skills of other local professionals. Programme success appears to be hindered by uncertainties inherent in working in a post-war environment. Developed and largely influenced by internationals, the programmes also face uncertainty as to whether they possess the necessary local leadership and ownership for long-term sustainability. There is evidence that tensions within, between, and outwith the programmes limit programme potential. Many of these tensions appear to be tied to local-international relations within programmes, which are exacerbated by national local-international tensions. A funding shortage has contributed to a competitive rather than a cooperative relationship between programmes. As the first detailed study of post-war therapeutic music programmes, this study has the potential to impact similar work in other regions and provides a more informed backdrop against which judgements can be made regarding the role and appropriateness of music as a form of therapy in post-war regions.

Broadly, the study examines the argument that education potentially contributes to violent conflict or, on the contrary, acts as a mediating factor in the reconstruction of divided or fragmented societies; indeed, as a driver for peace and unity. It looks at the case of Sierra Leone, a country emerging from a decade-long civil war (1991–2002). There are four aims to the study: <ul><li>(1) To examine, by drawing on a number of disciplines, the theoretical explanations of what puts societies at risk of violent conflict;</li><li>(2) Using these interdisciplinary perspectives, to identify the features of educational systems that are considered to be associated with or give rise to violent conflict;</li><li>(3) To examine which of these characteristics are present in post-conflict Sierra Leone; and</li><li>(4) Based on the findings, to formulate a number of general theoretical propositions about the characteristics of educational systems that might put society at risk of conflict.</li></ul> The research question for the study is: Which features of the educational system in Sierra Leone might put the country at risk of further conflict? Importantly, the research question is approached theoretically; a study attempting to demonstrate this solely empirically would not be feasible. The study adopts a robust interdisciplinary approach. It seeks explanations across the social sciences for the causes of violent conflict and identifies three theories that bear upon the key features that characterise many contemporary conflicts, i.e. ethnicity or cultural identities, status as a low-income country, and ‘fragile’ or failing states. The explanations revolve around the theories of: 1) ‘horizontal inequalities’ by Frances Stewart; 2) the ‘opportunity cost of rebellion’ by Paul Collier et al.; and 3) the role of state and ruling elites by Robert Bates. The study, then, together with an analysis of education and its relationship to conflict, creates an interdisciplinary theoretical and conceptual framework on the characteristics of educational systems associated with a risk of violent conflict. Methodologically, the study examines the educational system of post-conflict Sierra Leone as a case study, focusing on young people’s experiences, perceptions, and expectations of education. Three groups of young people with different educational experiences in Makeni city are selected as principal cases: (1) 15 students in a secondary school; (2) 15 students in technical and vocational training; and (3) 10 out-of-school informants. Additionally, 49 adult key informants were interviewed (among which 34 were ultimately analysed) and documentary analyses were conducted. The findings from the study reveal a number of features in the educational system in Sierra Leone (in areas such as access, curriculum, and governance) that the theoretical lens adopted in the study suggests as being associated with a risk of violent conflict. The analysis that follows seeks to further elucidate these features and recognise their complexity. The analysis is enriched by the perspectives and experiences of the beneficiaries of education who participated in the study. This sets it apart from other studies. The limitation of the study lies in the fact that it cannot demonstrate a causal relationship between the features of education and possible further violent conflict in Sierra Leone (a challenge most studies of this kind would face). The study does, however, offer a rich theoretical and conceptual framework and a robust set of theoretical propositions in relation to the question it poses. In contribution to the field and the growing literature on this topic, the study offers a theoretical and conceptual base for future research tackling the role of education in violent conflict and for building (and modifying) knowledge on the topic.

This study investigated the conflict resolution abilities employed by 3-4 year old children within an Israeli kindergarten that was inspired by the Reggio Emilia approach in Italy. Conflict resolution is a significant phenomenon worldwide and the subject of considerable research, due to potential negative outcomes from involvement in conflict, and escalation of the conflict to a stage of violence. Nevertheless, a gap in knowledge was identified, regarding the Reggio Emilia educational approach, as an intervention to support the development of children‘s social-emotional competence to enable them to resolve interpersonal conflicts using pro-social strategies. An in-depth case study was conducted using grounded theory principles to develop a model to answer the question: To what extent might a Reggio Emilia inspired approach support resolution of interpersonal conflicts between 3-4 year old children in an Israeli kindergarten class? The rich qualitative data were gathered through video filmed observations, teacher's semi-structured interviews, children's interviews, documents, and field notes. A four-phase content analysis of the data enabled conceptualisation of the characteristics of the educational setting and the children's conflict resolution strategies. The findings allowed the emergence of a model evidencing that both direct and indirect intervention strategies were used to support the conflict resolution among the children. Teachers responded in a range of ways to children's request for direct intervention, and most especially used a clarification-mediation conversation. Indirectly, they promoted democratic pedagogy with children through participation, listening and dialogue. The findings reveal the children's development in their conflict resolution, which indicate a significant advancement in their pro-social negotiation abilities. Additionally, the findings show a significant increase in the children's spontaneous intervention as peer observers of the conflict and a decrease in their request of teacher intervention. The research suggests that over time, no extra-curricular intervention is needed within a supportive and democratic educational approach, such as the Reggio Emilia inspired approach provides. It illuminates strategies to support teachers, teacher trainers and policy makers for enabling children resolving conflicts independently using pro-social strategies. The research contributes to knowledge regarding selecting an intervention for improving kindergarten children's conflict resolution strategies.

Cette thèse représente une analyse sur le rôle et la mission de l’ombudsman en tant Autorité Administrative Indépendante (AAI) et surtout s’interroger sur son utilité alors qu’il existe d’autres organes en charge de la protection non juridictionnelle des droits fondamentaux.Elle ausculte le traitement de conflits entre les administrés et les différents organes de l’administration publique, puis les origines principales des conflits, en particulier au sens normatif et sociologique du terme, en revisitant le concept de justice sociale. Il a été aussi question d’étudier la différence entre l’ombudsman et la justice et d’examiner le rôle de la médiation dans les situations conflictuelles à l’égard du droit coutumier et d’aborder « les forces et faiblesses des pratiques qui irriguent la médiation » parlementaire depuis son apparition.Nous nous sommes aussi intéressés au développement et aux techniques de l’institution, à la typologie des conflits et aux traits communs de certains types d’institutions. L’accent est aussi mis sur la culture, la consolidation de la paix et le rôle de la Médiatologie sociologique particulièrement dans l’espace scolaire.Enfin, un chapitre a été consacré à la jeunesse, l’extrémisme et le rôle que peut jouer la Médiatologie sociologique dans la prévention du conflit violent. / This thesis represents an analysis of the role and the mission of the ombudsman as an independent administrative authority (AAI) and specifically questions its utility even though there are other bodies in charge of the non-judicial protection of fundamental rights.It examines the treatment of conflicts between citizens and the various organs of public administration, then the main origins of conflicts, particularly in its normative and sociological sense, by revisiting the concept of social justice. It also explores the difference between the function of the ombudsman and the justice system. It also examines the role of mediation in such situations of conflict with customary law and addresses "the strengths and weaknesses of practices that irrigate parliamentary mediation" since its creation.We also studied the development and the techniques used by the institution, the typology of conflicts and the common features of certain types of institutions, with a specific emphasis on the culture, the consolidation of peace and the role of sociological mediology particularly in the school area.Finally, a chapter was devoted to youth, extremism and the role that sociological mediology can play in the prevention of violent conflict.

The results of three studies are discussed in this thesis. In the first study, possible relationships between jealousy, aggression, sexual desire and post-conflict sex were investigated in a sample of 128 students and professionals from the East Midlands area. A model was proposed which predicted that jealousy will affect aggression; aggression will affect sexual desire and sexual desire will affect the possibility of post-conflict sex. Correlational analysis revealed that jealousy was significantly correlated to aggression and sexual desire; also, a strong significant relationship was found between aggression and post-conflict sex. Correlations were also discovered between aggression and sexual desire and between sexual desire and post-conflict sex. Further analysis using Structural Equation Modelling tested and supported a model which showed that jealousy influenced aggression and sexual desire, which in turn may influence post-conflict sex. The second study explored partners' possible conciliatory acts in post-conflict situations. The aim was to gain insight in the peace-making process and identify the ways in which . partners attempt to reach closure over an argument and return to how they were before the argument occurred. Interviews with 13 males and females were conducted. The interviews were transcribed and analysed using Thematic Networks Analysis. The results revealed that participants reached 'Perceived Closure' through four possible pathways a) Avoiding further conflict, b) Gaining control of the situation, c) Providing/receiving assurances, and d) Achieving normality. The exact processes involved in these pathways were found to be defined by clusters of basic themes. The themes that emerged showed that participants used affection, sex, distancing, apology and humour in order to return to normality and reach closure. This process was shown to be gradual as participants reported adopting a step-by-step approach that involves trying to gain control of their feelings and the situation, avoiding further arguments, reinstating feelings of security and safety and attempting to reinstate a sense of normality. The third study was designed to explore post-conflict conciliatory acts and investigate possible correlations with relationship satisfaction and positive and negative conflict outcomes patterns. The sample consisted of 139 partiCipants from the East Midlands area. The main findings were that participants who adopt constructive conflict styles (as shown from positive conflict outcomes) tend experience higher relationship satisfaction. Use of post-conflict conciliatory strategies was also predictive of higher relationship satisfaction.

The Quaker community is committed to conflict resolution; it might be expected that the community itself is conflict free. This study explores this proposition and presents a counter narrative: conflict does exist among Quakers, with its roots in the culture of the organization. An ethnographic case study was undertaken in a context of observing participation, where the researcher was also actively responsible inside the organization. The project included: 39 semi-structured interviews with Key Informants, Grassroots Quakers and Edge Quakers; a collaborative inquiry workshop with 20 self-selected participants; recording of reflections over six months with a final workshop. The study finds a dominant community narrative telling how the Quaker task is to 'mend the world' and live in a'peaceable kingdom'. This is achieved by ignoring conflict within the organization, defensively following the maxim 'don't ask, don't tell, don't even think about it'. A distinctive pattern of conflict handling is revealed; aversion precedes avoidance, relationship is privileged above outcome, and moderation and restraint are required. Conflict which does surface and persists focuses on the interpretation of Quaker identity. The culture of aversion from conflict makes it difficult for Quakers to articulate conflict experience; they lack confidence and are hesitant. Counter narratives and personal narratives are not made public. Consequently there are very few collectively articulated stories about Quaker conflict handling. A constructivist narrative framework acknowledges the power in the internalised collective narrative. As proud individual nonconformists, Quakers minimise the coercive power of the collective narrative, which positions them as stultified in conflict, with their agency neutralized. It is argued that one way of creating radical change is to encourage the telling of more stories of Quaker conflict, providing new parts in the play.

M’interrogeant sur l’inflation du mot « médiation », j’ai passé en revue quelques unes des pratiques les plus courantes invoquant un terme dont j’ai pu en constater, dans certains cas, l’usage abusif. À partir de là, j’ai tenté de tracer les contours d’un concept en mal de définition. J’ai ainsi dégagé deux caractéristiques intrinsèques de la médiation, à savoir la triangularité et la non-directivité ainsi que ses deux prérequis que sont le libre consentement des participants et la légitimation du médiateur. Par ailleurs, j’ai constaté que la médiation ne s’appliquait pas qu’aux situations conflictuelles et que son enjeu n’était pas exclusivement affectif. Il peut être également matériel, donnant alors lieu à une médiation de type « négociatif ». En croisant ces deux variables, j’ai proposé une typologie des pratiques de médiation. Dans une seconde partie de ma thèse, je me suis livré à une analyse phénoménologique de la médiation, me servant de l’enregistrement de jeux de rôles. Cette analyse m’a conduit à élargir mon champ de vision, d’une «médiation» comprise comme « action du médiateur » à une réalité plus complexe que j’ai appelée « situation médiative » où le médiateur agit autant sur les participants qu’il est agi par eux. Cette situation, loin de se réduire à une pratique instituée, constitue un véritable phénomène social, fréquent dans la vie courante. La confiance que les participants accordent au médiateur, le rôle qu’ils lui font jouer en tant que « base de sécurité » comme alternative au face à face et sa fonction d’étayage de la communication constituent des conditions essentielles de la situation médiative avant même les techniques de médiation. / Wondering about the increasing use of the word « mediation », I reviewed some of the most common practices referring to this word which was, in some cases, misused. On this basis, I strived to draw the outline of a concept in need of definition. In doing so, I identified two characteristics of mediation, namely the triangularity and the non-directivity, as well as its two prerequisites, i.e. the consent of the participants and the recognition of the mediator. Moreover, I noted that mediation does not apply only to situations of conflict and that its stake is not exclusively emotional. It could be material, leading to a negotiating mediation. Crossing these two variables, I then propose a typology of mediation practices. In a second part of my thesis, I set up a phenomenological analysis of mediation, using video recordings of role playing. This analysis led me to broaden my own perspective, from a mediation as « mediator’s action » to a more complex scenario that I called « mediative situation », where the mediator influences the participants and is in turn influenced by them. This situation, far from being restricted to an established practice, is indeed a social and frequent phenomenon. The confidence the participants have in the mediator, the role they give him/her as a “secure base” and as an alternative to the face to face situation, and his function in supporting communication, lay the basic condition of the mediative situation, a long way ahead of mediations techniques.

En mobilisant l’analyse de controverses, notre enquête sociologique articule deux études de cas portant sur l’usage de la concertation dans le cadre du suivi environnemental des anciennes mines d’uranium : La Commanderie (Vendée/Deux-Sèvres) et Pen Ar Ran (Loire-Atlantique). Ces deux anciens sites miniers présentent deux configurations locales qui font émerger deux approches différentes de la concertation. Dans une première piste de recherche, on s’intéresse à la configuration des acteurs dans une instance de concertation : le comité de Mallièvre. Le « réseau de contraintes » fait apparaître des dysfonctionnements structurels empêchant au collège des associations de développer un « capital cognitif ». La deuxième piste de recherche interroge l’utilité de la notion de « construction collective » pour mieux saisir les fondements de la concertation. La troisième piste de recherche nous conduit à une forme non-instituée de « construction collective » : à Piriac-sur-Mer, une « communauté de savoirs » émerge suite à la création du collectif Stop Radioactivité. En revanche, la concertation prend place dans l’argumentaire, en tant que revendication d’une « légitimation des savoirs ». / Through the analysis of controversies, our sociological research articulates two case studies on the subject of the use of the “concertation” on the basis of the uranium mine monitoring: La Commanderie (Vendée/Deux-Sèvres) and Pen Ar ran (Loire-Atlantique). These two former uranium mines present two different configurations. In a first line of research, we are interested in the configuration of actors in an instance of “concertation”: comité de Mallièvre (La Commanderie). We present the “constraint network” which prevent the environmental associations from fully participating. The second line of research questions the usefulness of the concept of "collective construction" to better understand the foundations of the consultation. The third line of research leads us to observe a form non-established "collective construction": in Piriac-sur-Mer, a "community of knowledge" emerges as a result of the creation of the group of associations “Stop radioactivity”. In contrast, consultation takes place in the arguments, as a demand for "legitimation of knowledge".

La société bamiléké de l’Ouest Cameroun, marquée par une structure sociale hiérarchisée basée sur des références coutumières en cours d’évolution, est traversée par des conflits repérables dans les rapports sociaux. Ces tensions se cristallisent à l’occasion des cérémonies telles que le deuil d’un roturier, terrain des observations de cette thèse. L’analyse sociologique et ethnologique de ces conflits et des modalités de leur gestion pratique, en vue du déroulement du deuil dans son intégralité, mobilise l’outillage théorique de la négociation et des transactions sociales dans l’élaboration permanente de compromis, ce que ce travail analyse tout au long du processus de deuil. Les sources et méthodes empiriques croisées avec l’appareillage théoriques donnent à voir que, chez les Bamiléké, les parties prenantes, en termes de jeux d’acteurs et en relation avec différents cadres de contraintes (coutumier, socio-économique, temporel…), s’organisent pour gérer les conflits à travers des dynamiques de négociation ou de transactions qui conduisent à des compromis toujours relatifs et provisoires. D’abord marqués par le temps du deuil, ces compromis participent plus largement de la recomposition locale des relations sociales et du rapport tradition/modernité dans la société bamiléké. / The Bamileke society of Western Cameroon, marked by a hierarchical social structure based on customary references in the course of evolution, is crossed by conflicts that can be identified in social relations. These tensions crystallize on the occasion of ceremonies such as the mourning of a commoner, field of the observations of this thesis. The sociological and ethnological analysis of these conflicts and the modalities of their practical management, with a view to the unfolding of mourning ceremonies in its entirety, mobilizing the theoretical tools of negotiation and social transactions in the permanent elaboration of compromises, what this work analyses throughout the grieving process. The empirical sources and methods crossed with the theoretical references show that, relatives of the deceased, in terms of sets of actors and in relation to different frame of constraints (customary, socio-economic, temporal...) organize themselves to manage conflicts through negotiation or transactions dynamics that always lead to relative and temporary compromises. At first marked by the time of mourning, these compromises participate more widely in the local recomposition of social relations and the relationship between tradition and modernity in Bamileke society.